Using Visual, Linguistic and Sensory Prompts in Fostering Meaningful Writing Processes with Teenagers in a Public School
ABSTRACT: This action research project reports how the use of multimodal resources in the English class fosters meaningful writing processes with a group of teenagers from a public school in Medellín, Colombia. Collection of data was done through class observations, a focus group, an in-depth interv...
- Autores:
-
Gómez Suárez, Carlos Johan
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2022
- Institución:
- Universidad de Antioquia
- Repositorio:
- Repositorio UdeA
- Idioma:
- eng
- OAI Identifier:
- oai:bibliotecadigital.udea.edu.co:10495/29944
- Acceso en línea:
- https://hdl.handle.net/10495/29944
- Palabra clave:
- Action research
English language - study and teaching
Writing process
Autoconocimiento
Investigacion accion - Medellin
Multimodalidad
Proceso de escritura
http://id.loc.gov/authorities/subjects/sh85043705
http://id.loc.gov/authorities/subjects/sh85000722
- Rights
- openAccess
- License
- http://creativecommons.org/licenses/by-nc-nd/2.5/co/
| Summary: | ABSTRACT: This action research project reports how the use of multimodal resources in the English class fosters meaningful writing processes with a group of teenagers from a public school in Medellín, Colombia. Collection of data was done through class observations, a focus group, an in-depth interview, and students ́ written works. The implementation of some cycles, in which the emphasis was on using different modalities of prompts to foster students’ meaningful writing evidenced that students developed a sense of enjoyment related to the connection of writing withtheir life experiences and self-knowledge; in addition to this, meaningful construction considering the awareness of stages in their writing processes enhanced confidence in themselves and with the teacher. |
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